Syllabus

ED670 Transition Planning and Services (Online)

Arcadia University Education Fall 2013 Donna Monturo, M.Ed. E-mail: monturod@arcadia.edu Office hours: By appointment. Please set up the appointment by email, and then we can choose to use Google chat, Collaborate, Skype, or talk by phone. Policy regarding feedback: I will usually answer emails within 24 hours during the week, 48 hours on weekends. On Fridays, before a major assignment is due, I will answer emails in real time between 3-4PM, and as soon as possible between 4PM and midnight.

Welcome! Welcome to your Arcadia University course, ED670 Transition Planning and Services. The purpose of this course is to provide an understanding of the transition processes and procedures integral to comprehensive secondary educational programming. Transition-focused education is an outcomes oriented approach to helping students plan and prepare for life after high school in the areas of postsecondary education, employment and independent living. This course examines transition related legislation and planning requirements and explores the various services and instructional methods in transition and career development that support students as they move from middle school through high school and into early adulthood. The course emphasizes evidence-based best practices with a focus on self-determination and self-advocacy, on-going student-centered transition and career assessments, inclusive community-based instruction, aligning transition instruction with standards based curriculum and interagency and family collaboration. Required Fieldwork

This course requires Stage 1, 2, and 3 fieldwork experiences. During the fieldwork experience, you will observe transition related instruction and services and you will have the opportunity to meet with and interview students and professionals involved in the transition process. You will also develop and teach a self-determination/ self-advocacy lesson to transition-aged youth.

Required Materials

Sitlington, P.L., Neubert, D.A. & Clark, G.M. (2010). Transition Education and Services for Students with Disabilities Fifth Edition. Upper Saddle River, NJ: Pearson Education, Inc. (ISBN-10: 0-13-505608-X) Test, D.W. (2012). Evidence-Based Instructional Strategies for Transition. Baltimore, MD: Paul H. Brookes Publishing Co. (ISBN-10: 1-59857-192-3) *Additional required readings will be provided by the instructor.

Required Technology

Since this course is being delivered online, your computer system will need to meet specific hardware and software requirements. You will find a complete listing of hardware and software needs at http://student.arcadia.edu/online. For this course, you will need to have access to Microsoft Office; including Word and PowerPoint. We will use online content and tools including video, audio files, wikis, online polling, and Wimba classroom. You will need to check that you have installed Quick Time and Real Player. If you wish to participate in the online office hour using your computer, you will need speakers and a microphone (or a headset) and a webcam (if you want to use video). You are required to use your Arcadia email account for all communication regarding this course. This is the email address that your instructor will use for all communication. There are no exceptions to this policy. Your Arcadia email account can be easily accessed through Blackboard. Go to the Check email link in the menu of My Arcadia.

Minimum Technical Skills Expected 1. 2. 3. 4. 5. The ability to use a modern web browser, like Internet Explorer or Firefox, to navigate websites. The ability to use your Arcadia e-mail address to send and receive e-mails. The ability to learn My Arcadia features found in the Tutorials section of the course, as needed. The ability to use word processing software to read, author, edit and save documents. The ability to use a search engine, like Google, to find information on the web.

Technical Support If you experience any difficulties with the technology requirements of the course or have trouble accessing the course site, email, etc. at any point in the semester, please contact the IT Helpdesk at (215-572-2898 or helpdesk@arcadia.edu). You should also contact me should these technical problems cause delays in completing assignments or contributing to discussions.

Resources available In compliance with the Arcadia University policy and equal access laws, appropriate academic accommodations can be made for students eligible for such support. Students are encouraged to register with the Disability Services Office (215-968-8463) to verify their eligibility for appropriate accommodations. Please speak to me about any requests for academic accommodations or other concerns as early in the semester as possible. Evaluation (This covers QM standard 3.2) A B C D F 90% to 100% 80% to 89% 70% to 79% 60% to 69% Failure to complete required work

Discussion Board Postings and Participation Transition Stakeholder Observation and Interview Self-Determination Lesson Case Study Total Introduction

30% 20% 20% 30% 100%

This course is being presented in an online fashion. It is important that you login on a regular basis (daily if possible) and work on a consistent basis to complete your requirements. Since we are not meeting face to face, students will be expected to maintain ongoing participation in Discussion Board forums throughout the semester. You will need to be self-motivated and try to stay as organized as possible; developing a schedule would be a good idea. I also suggest that you login in the beginning of the week and copy all assignments to a Word document. This will allow you to construct a quality answer, spell check, grammar check, and copy and paste it into the forum. Major Assignments

1. Discussion Board Posting and Participation (30%)

There will typically be 1-2 Discussion Boards weekly. In addition to weekly postings, one group work project will be required as part of this requirement.

Requirements for Discussion Board Postings 1. Discussion Board postings will serve as our main form of communication and the facilitator of our learning. Discussion board assignments will be posted with each weekly unit. Forums will be established on Blackboard to facilitate the conversations. 2. Students will post their own responses to the discussion board assignments, and are then expected to post responses to the comments of other classmates. However, participation is more than just meeting these minimum requirements. Through your posts, you should: Engage in thoughtful conversation: Your posts should continue and promote the conversation; in the same way course conversations would occur in a live or face-to-face format. I am looking for you to thoughtfully engage in discussion with each other and to contribute as much as you can. Your responses should be detailed, insightful, and should extend our discussion. Make connections: It is very important that you support your assertions within your post with current research findings and make connections to course materials. When quoting or referring to the work of another scholar, it is important that you cite the work correctly. APA citations are expected. Share your experience: Use your posts to share your own experiences. It is essential for you to contribute your reflections and experiences to our discussions. At this level we can all learn a great deal by sharing our experiences. Diverse perspectives, backgrounds, and experiences provide great material for the class to discuss and debate.

3. Due Dates: Unless noted otherwise in Blackboard, discussion board postings will be due by 8am on the Saturday of each week. Responses to the work of others (minimum of 2 responses in each discussion board) will be due by 2pm the Sunday of each week. 4. Grading: You will be graded weekly on your posts. Participation through discussion board posts is worth 30% of your overall grade. In order to earn the maximum points, and get the most out of this course, address all parts of the weekly discussion prompts and the requirements above. Please try to be succinct and to the point. Strive to respond at the synthesis or evaluation levels. 5. Group Discussion Board Project: Current Issues Group Project As educators it is crucial to stay up-to-date with current issues and research. This assignment will allow you further explore a specific current issue in transition special education. Education also requires collaboration and this assignment will give you the opportunity to work in small groups to identify current peer-reviewed journal articles and review and compile your research in a twopage handout. You will also have the chance to review and reflect on your classmates work to learn about additional issues. In order to facilitate your group work, a workspace will be provided on Blackboard.

The two-page handout must include the following: 1. Overview of the Issue 2. Description of Current Research and Initiatives 3. Information on how this research can be used by students, teachers and parents 4. A separate APA Reference page

Discussion Board Etiquette In this course, I welcome the creation of a dialogue that is open, thoughtful, and founded on the basis of research in the field. At times, some of you will not agree on the positions that are taken in the forum. This diversity is welcomed. However, each student must exercise respect for the thoughts and comments that are posted by their peers. If any posted comments are inappropriate or of an offensive nature, they will be removed from the forum and I will address the issue with the author of the content. Please follow the following guidelines: Never post, transmit, promote, or distribute content that is known to be illegal. Never post harassing, threatening, or embarrassing comments. If you disagree with someone, respond to the subject, not the person. Never post content that is harmful, abusive, racially, ethnically, or religiously offensive, vulgar or otherwise potentially offensive.

2. Transition Stakeholder Observation and Interview (20%)

As a secondary special educator, it is important to understand how transition instruction and services are provided at your school. This semester you will experience the transition planning and instruction process through a fieldwork experience. Through an interview and observation of a transition stakeholder, you will learn about the transition assessment process, how transition plans are developed, how instruction and services are offered to address transition IEP goals and which agencies the schools work with to support the transition process. This individual may be a person with a disability, a family member, an education professional who is responsible for providing or supervising transition education, or an adult service agency representative. An interview guide will be provided to help you with this task. You will be expected to observe this persons role in the transition process to gain further understanding of how transition programming works. You should plan to observe for at least 5 hours in addition to your interview. Upon completing your interview and observation, you will write up an analysis of your experience. You will post your analysis in the discussion board and will be expected to read and review the work of others in order to gain a broader perspective on the work of various stakeholders in the transition process. See Guidelines and Rubric handouts.

3. Self-Determination Lesson Planning and Teaching Experience (20%)

Self-determination and self-advocacy skills are essential for students as they plan and prepare for life after high school. In this Stage 3 fieldwork experience, you will develop and teach a unit on self-determination. You will teach these lessons to a transition-age student or class. This assignment can be conducted at the school where you are currently working. If you are not working within a school environment you will need to find a school or a transition-age student with whom to complete this assignment. You should contact the instructor of the course to discuss arrangements for finding a school. The Office of School and Community Collaborations can assist in this process. If you are seeking PreK-8 Special Education certification, you should work with a student in grades PreK-8. If you are seeking 7-12 Special Education certification, you should work with a student in grades 7-12. This assignment is required for all students, even if you are not seeking certification. At the completion of this teaching experience, you will submit a Teaching Experience Summary and Reflection. See Guidelines and Rubric handouts.

4. Transition Planning Case Study (30%)

Working in the field of secondary special education, you will be influential in preparing your students for post-secondary success. Depending on your school, your responsibilities could range from teaching students with transition plans to being the one responsible for writing the transition plan. Across several weeks this semester, you will evaluate and improve on a transition plan from a real IEP. You should plan at the beginning of the semester to locate and secure permission to view a current IEP for a transition-age student. You should share this IEP with the instructor by the end of week 3. Confidentiality of the student and school district should be maintained throughout. In the following weeks, you will work through the Indicator 13 checklist to evaluate the quality of the transition plan in the IEP. You will reflect on the quality of the transition plan, making connections to your assigned readings for each week. You will be expected to re-write any sections of the transition plan that are below the expected level of quality. See Guidelines and Rubric handouts.

Course Objectives

At the completion of this course, you will be able to: Describe the federal legislation guiding the transition process and how the legal rights change as students transition to post-secondary placements Describe the transition planning process and identify the roles and responsibilities of the members of the transition team

Identify appropriate post-school support services in the areas of education, employment and community living Identify ways to integrate transition-focused instruction into academic standards based curriculum Develop and implement a lesson to teach self-determination and self-advocacy skills to individuals with disabilities Identify age-appropriate transition assessments and interpret the assessments in order to create a student-centered transition plan Describe and follow the Indicator 13 evaluation process to assess the quality of a transition plan Develop an appropriate and individualized transition plan

PENNSYLVANIA DEPARTMENT OF EDUCATION (PDE) COMPETENCIES This course will address the following PDE Special Education Secondary Transition Competencies. The candidate will be able to: A. Apply knowledge of transition-related legislation in fields of special and vocational education, rehabilitation, labor & civil rights. B. Identify the evidence-based research in student outcomes and effective transition practices. C. Develop and implement a transition plan that integrates functional, academic and vocational data aligned to identified post school outcomes. D. Collaborate with the student and family to identify and plan post-school outcomes (vocational, social, and employment needs) based on students functional, academic and vocational needs. E. Describe post school services available to specific populations of individuals with IEPs F. Administer and interpret formal and informal career and vocational assessment approaches in order to determine a students interests and preferences related to post school goals and educational experiences G. Utilize a variety of experiential outcomes and instructional options specific to the community for each post school outcome area H. Evaluate students educational program with respect to measurable post school goals and alignment of those goals with instructional activities I. Interact with interagency bodies in order to develop appropriate post school outcomes for specific students J. Describe activities to develop self-determination and self-advocacy competencies in students with disabilities, including students with low incidence disabilities.

This course addresses the following PDE fieldwork competencies: Competency Domain A. Planning and Preparation Requirement is Met When: The candidate:

1. Reflects on elements of planning and preparation from observations in educational settings. 2. Applies knowledge of Pa. Pre-K-12 Academic Standards to classroom observations. 3. Identifies ways in which the age and/or related characteristics of students observed in various learning were reflected in instructional planning. 4. Identifies how learning goals were developed to address individual student needs. E. Assessment The candidate: 1. Identifies and reports on various kinds of assessments used in instruction including formative, summative, benchmark, behavioral, diagnostic, cognitive, affective and psychomotor. 2. Makes norm-referenced and criterion-referenced interpretations of assessment results. 3. Applies interpretations to inform planning and instruction for groups and individual students. 4. Applies interpretations of status (PSSA) and growth (PVASS) assessment models to inform planning and instruction for groups and individual students. 5. Constructs assessments to match cognitive, affective, behavioral and/or psychomotor curricular goals. 6. Constructs assessments to match curricular goals along a continuum of complexity (e.g. Blooms taxonomy). 7. Assesses their own professional growth through focused self-reflection.

Unit Schedule

Unit 1 Objectives Tsw describe the transition planning process and identify the roles and responsibilities of the members of the transition team (Program Objective) Tsw become familiar with course layout and course requirement. (Module Objective) Tsw introduce ourselves and begin to create an online learning community. (Module Objective) Tsw explore the current postsecondary education and employment outcomes of youth with disabilities and why transition guides the IEP Planning process for secondary students. (Module Objective)

Unit 1 Readings Sitlington, Neubert & Clark: Chapter 1 -Education and Transition Services in Perspective PDE Secondary Transition Roadmap: http://pattan.netwebsite.s3.amazonaws.com/images/2011/10/26/Road_Map_2012.pdf Snow, Kathie. (2010). People First Language.http://www.disabilityisnatural.com/images/PDF/pfl09.pdf

Unit 1 Assignments 1. Review Syllabus and course requirements 2. Listen to the SRI Podcast with Dr. Lynn Newman. SRI Podcast http://www.sri.com/newsroom/podcasts/closing-education-gap-students-disabilities 3. Introduce Yourself to the Class 4. Familiarize yourself with the Transition Case Study Assignment 5. Discussion Board Post Components of a comprehensive transition program

Unit 2 Objectives Tsw describe the federal legislation guiding the transition process and how the legal rights change as students transition to post-secondary placements (Program Objective) Tsw describe the transition planning process and identify the roles and responsibilities of the members of the transition team (Program Objective) Tsw identify the structure of the Taxonomy for Transition planning. (Module Objective) Tsw identify key stakeholders in the transition planning process. (Module Objective) Tsw explain the educators role in incorporating the family into the transition planning process. (Module Objective)

Unit 2 Readings

Taxonomy for Transition Planning, http://homepages.wmich.edu/~kohlerp/pdf/Taxonomy.pdf Read Sitlington, Neubert & Clark: Chapter 3 - Students and Families: Key

Unit 2 Assignments 1. Complete the Transition Coalition Online Module Working with Families.http://transitioncoalition.org/transition/module_home.php 2. Familiarize yourself with the Transition Stakeholder Interview Assignment 3. Discussion Board Post Family Involvement

Unit 3 Objectives Tsw describe the federal legislation guiding the transition process and how the legal rights change as students transition to post-secondary placements (Program Objective) Tsw describe and follow the Indicator 13 evaluation process to assess the quality of a transition plan (Program Objective) Tsw describe the federal legislation guiding the transition process. (Module Objective) Tsw explain how students rights change as they transition to postsecondary settings. (Module Objective) Tsw explore the requirements established by Indicator 13. (Module Objective)

Unit 3 Readings Sitlington, Neubert & Clark: Chapter 2- Legislative Foundations Feds: Least Restrictive Environment Applies to Transition Too http://www.disabilityscoop.com/2012/07/10/feds-lre-transition/15988/ OSEPs Opinion on LRE Requirements http://blogs.edweek.org/edweek/speced/SpitzerReznick%20%281%29.pdf Students with Disabilities Preparing for Postsecondary Education: Know Your Rights and Responsibilities http://www2.ed.gov/about/offices/list/ocr/transition.html

Unit 3 Assignments 1. Complete Transition Case Study Module slides 1-17 2. Submit copy of IEP and Invitation that you will be using for the Case Study 3. Discussion Board Post - Legislation

Unit 4 Objectives

Tsw Identify appropriate post-school support services in the areas of education, employment and community living (Program Objective) Tsw describe and follow the Indicator 13 evaluation process to assess the quality of a transition plan (Program Objective) Tsw develop an appropriate and individualized transition plan (Program Objective) Tsw identify the types of community agencies and post-school supports available for students with disabilities (Module Objective) Tsw identify the benefits of collaborating with community agencies. (Module Objective) Tsw describe the services offered by a local community agency. (Module Objective) Tsw evaluate an IEP for compliance with Indicator 13 and best practices in Transition Planning. (Module Objective)

Unit 4 Readings Sitlington, Neubert & Clark: Chapter 11 (Linkages and Referrals) PDE Transition to Adult Living in Pennsylvania: http://pattan.netwebsite.s3.amazonaws.com/images/2011/10/26/Healthcare_Checklist_2012.pdf PDE Secondary Transition Guide to Housing: http://pattan.netwebsite.s3.amazonaws.com/images/2011/10/26/Housing_2012.pdf PA Dept. of Labor and Industry: Office of Vocational Rehabilitation: http://pattan.netwebsite.s3.amazonaws.com/images/2011/10/26/VocRehab_2012.pdf

Unit 4 Assignments 1. Complete the Transcen Inc. Career and Workforce Development Module: Interagency Collaboration http://www.transcen.org/index.php?option=com_content&view=article&id=170&Itemid=98 2. Complete Transition Case study Module slides 18-25 and Feedback Form 3. Discussion Board Post -Transition Case Study 4. Email instructor with name of person you will interview and observe for the Transition Stakeholder assignment

Unit 5 Objectives Tsw identify age- appropriate transition assessments and interpret the assessments in order to create a student-centered transition plan (Program Objective) Tsw describe and follow the Indicator 13 evaluation process to assess the quality of a transition plan (Program Objective) Tsw develop an appropriate and individualized transition plan (Program Objective)

Tsw describe the role of assessment in the student-centered transition planning and instruction process. (Module Objective) Tsw identify, administer and interpret age-appropriate transition assessments. (Module Objective) Tsw use the data from assessments to write present levels of education and functional performance in the IEP. (Module Objective) Tsw evaluate an IEP for compliance with Indicator 13 and best practices for Transition Planning. (Module Objective)

Unit 5 Readings Sitlington, Neubert & Clark: Chapter 4 -Assessment for Transition Age Appropriate Transition Assessment Guide (2nd ed.). http://www.nsttac.org/sites/default/files/assets/pdf/Tag.pdf

Unit 5 Assignments 1. Complete Transition Case study Module slides 26-31 and Feedback Form 2. Discussion Board Post -Transition Case Study 3. Ongoing assignment: Transition Stakeholder

Unit 6 Objectives Tsw Identify appropriate post-school support services in the areas of education, employment and community living (Program Objective) Tsw describe and follow the Indicator 13 evaluation process to assess the quality of a transition plan (Program Objective) Tsw develop an appropriate and individualized transition plan (Program Objective) Tsw identify appropriate post-school options and support services in the areas of education, employment and community living. (Module Objective) Tsw evaluate an IEP for compliance with Indicator 13 and best practices for Transition Planning. (Module Objective)

Unit 6 Readings Sitlington, Neubert & Clark: o Chapter 7 Transition to Employment o Chapter 9 Transition to Postsecondary Education o Chapter 10 Transition to Living in the Community Papay, C.K., & Bambara, L.M., 2011 Postsecondary Education for Transition-Age Students with Intellectual and Other Developmental Disabilities: A National Survey, Education and Training in Autism and Developmental Disabilities, 46, 78-93.

Unit 6 Assignments 1. Complete Transition Case study Module slides 32-45 and Feedback Form 2. Discussion Board Post -Transition Case Study 3. Ongoing assignment: Transition Stakeholder

Unit 7 Objectives Tsw identify age- appropriate transition assessments and interpret the assessments in order to create a student-centered transition plan (Program Objective) Tsw describe and follow the Indicator 13 evaluation process to assess the quality of a transition plan (Program Objective) Tsw develop an appropriate and individualized transition plan (Program Objective) Tsw describe how transition assessment guides instruction. (Module Objective) Tsw identify current levels of performance and identify how they are used to plan goals, services and instruction. (Module Objective) Tsw evaluate an IEP for compliance with Indicator 13 and best practices in Transition Planning. (Module Objective)

Unit 7 Readings Test: Chapter 2: Transition Assessment for Instruction PaTTAN PowerPoint : Secondary Transition: Connecting Present Education Levels to the Grid (review slides 22-57) http://www.pattan.net/category/Resources/Handouts/Browse/Single/?id=4db5b478cd69f95e1b4 80000 Aligning present levels with transition services and instruction. http://pattan.netwebsite.s3.amazonaws.com/files/materials/handouts/docs/Transit051310c.pdf

Unit 7 Assignments 1. 2. 3. 4. Complete Transition Case study Module slides 46-59 and Feedback Form (2 parts) Discussion Board Post -Transition Case Study Transition Stakeholder Observation and Interview due Discussion Board Post Transition Stakeholder Observation and Interview

Unit 8 Objectives Tsw describe and follow the Indicator 13 evaluation process to assess the quality of a transition plan (Program Objective) Tsw develop an appropriate and individualized transition plan (Program Objective) Tsw demonstrate the alignment of Present Levels, Post School Goals, and Measureable Annual Goals in the IEP (Module Objective) Tsw evaluate an IEP for compliance with Indicator 13 and best practices in Transition Planning. (Module Objective)

Unit 8 Readings Determining Measurable Annual Goals in the IEP: http://www.naset.org/760.0.html All About the IEP: Annual Goals: http://nichcy.org/schoolage/iep/iepcontents/goals Developing your Childs IEP: http://nichcy.org/publications/pa12 PDE Secondary Transition: Getting It Right in the IEP: http://pattan.netwebsite.s3.amazonaws.com/images/2011/10/25/Getting_it_Right_in_the_IEPs_2012.pdf Writing Standards-Aligned IEPs http://pattan.netwebsite.s3.amazonaws.com/files/materials/handouts/docs/Transit051310c.pdf

Unit 8 Assignments 5. Complete Transition Case study Module slides 60-75 and Feedback Form 6. Indicator 13 checklist evaluation 7. Case Study Summary evaluation 8. Discussion Board Post -Transition Case Study

Unit 9 Objectives Tsw develop and implement a lesson to teach self-determination and self-advocacy skills to individuals with disabilities (Program Objective) Tsw explain the role of self-determination in the transition planning process. (Module Objective) Tsw develop or identify an appropriate unit to teach self-determination and self-advocacy skills. (Module Objective)

Unit 9 Readings Self-determination: Supporting Successful Transition (2003) http://www.ncset.org/publications/viewdesc.asp?id=962

Unit 9 Assignments 1. Complete online module: Transition Coalition The Essentials of Self Determination http://transitioncoalition.org/transition/module_home.php 2. Review Self-Determination tools/lessons 3. Discussion Board Post - Evaluation of Self-Determination tools/lessons

Unit 10 Objectives Tsw identify ways to integrate transition-focused instruction into academic standards based curriculum (Program Objective) Tsw develop and implement a lesson to teach self-determination and self-advocacy skills to individuals with disabilities (Program Objective) Tsw identify ways to integrate transition-focused instruction into academic standards based curriculum (Module Objective) Tsw develop annual measureable goals that align with PDE standards. (Module Objective) Tsw design and deliver transition-based instruction in the LRE. (Module Objective)

Unit 10 Readings Strategies for Aligning Standards-Based Education and Transition Bassett, Diane S.; KochharBryant, Carol A.. Focus on Exceptional Children, v39 n2 p1 Oct 2006 Inclusive Practices for Students Ages 14-21: Considerations and Concepts: http://pattan.net-website.s3.amazonaws.com/images/2011/10/25/IP_14_21_2012.pdf PDE Writing Standards Aligned IEPs At A Glance: http://pattan.netwebsite.s3.amazonaws.com/files/materials/publications/docs/Wrng-SA-IEP.pdf Examples of Standards Aligned Goals (handout): http://pattan.netwebsite.s3.amazonaws.com/images/2012/02/09/ExampleStudent.pdf PDE Standards Aligned System (website): http://www.pdesas.org/ The Least Restrictive Environment: http://pattan.netwebsite.s3.amazonaws.com/images/2011/10/25/LRE_2012.pdf

Unit 10 Assignments 1. Discussion Board Post Standards Aligned Measureable Annual Goal

2. Current Issues Group Project: Email instructor with your selected topic 3. Needs Assessment and Unit Plan for Self-Determination Assignment due

Unit 11 Objectives Tsw identify ways to integrate transition-focused instruction into academic standards based curriculum (Program Objective) Tsw develop and implement a lesson to teach self-determination and self-advocacy skills to individuals with disabilities (Program Objective) Tsw identify educational methods used in transition-focused instruction. (Module Objective) Tsw explain the benefits and challenges of using simulation, community-referenced and community-based instruction. (Module Objective)

Unit 11 Readings Sitlington, Neubert & Clark: Chapter 6 Instructional Strategies Evidence-Based Practices and Predictors in Secondary Transition: What We Know and What We Still Need to Know: http://www.nsttac.org/sites/default/files/assets/pdf/pdf/ebps/ExecsummaryPPs.pdf Test, D. W., Fowler, C. H., Richter, S. M., White, J., Mazzotti, V., Walker, A. R., et al. (2009). Evidence-based practices in secondary transition. Career Development for Exceptional Individuals, 32, 115-128.

Unit 11 Assignments 1. Review most recent information on evidence-based practices from NSTTAC http://www.nsttac.org/content/evidence-based-practices 2. Discussion Board Post Instructional Strategies 3. Email Current Issues Group Project plan and deadlines to instructor 4. Ongoing Assignment: Self-Determination _____________________________________________________________________________________

Unit 12 Objectives Tsw identify ways to integrate transition-focused instruction into academic standards based curriculum (Program Objective) Tsw develop and implement a lesson to teach self-determination and self-advocacy skills to individuals with disabilities (Program Objective) Tsw describe evidence-based practices for career development and preparation (Module Objective)

Tsw discuss at least three benefits and three challenges of implementing a community based work experience program. (Module Objective) Tsw identify the steps necessary to place and supervise students in an appropriate workplace educational setting. (Module Objective)

Unit 12 Readings Sitlington, Neubert & Clark: Chapter 8 Job Placement, Training & Supervision Benz, M. R., Yovanoff, P., & Doren, B. (1997). School-to-work components that predict post school success for students with and without disabilities. Exceptional Children, 63(2), 151-165. Autistic and Seeking a Place in an Adult World. The New York Times. (2011) http://www.nytimes.com/2011/09/18/us/autistic-and-seeking-a-place-in-an-adultworld.html?pagewanted=all&_r=0

Unit 12 Assignments 1. Complete the Transcen Inc. Online Module Work-Based Experienceshttp://www.transcen.org/index.php?option=com_content&view=article&id=170&Itemid=98 2. Discussion Board Post Work-Based Experiences 3. Ongoing Assignments: Current Issues Group Project and Self-Determination

Unit 13 Objectives Tsw develop and implement a lesson to teach self-determination and self-advocacy skills to individuals with disabilities (Program Objective) Tsw define the types of assistive technology (AT)(Module Objective) Tsw examine the role of assistive technology used in schools and the workplace. (Module Objective) Tsw explore accessible and low cost assistive technology. (Module Objective)

Unit 13 Readings Family Information Guide to Assistive Technology & Transition-http://www.fctd.info/show/newfig The I Pads Secret Abilities - http://www.businessweek.com/technology/the-ipads-secret-abilities07062011.html Supplementary Aids and Services: http://pattan.netwebsite.s3.amazonaws.com/images/2011/10/26/SAS_Fact_Sheet_2012.pdf

Unit 13 Assignments 1. View the DO-IT Video: Access to Technology in the Workplace: In Our Own Words http://www.washington.edu/doit/Video/index.php?vid=1 2. Discussion Board Post Assistive Technology 3. Ongoing Assignments: Current Issues Group Project and Self-Determination

Unit 14 Objectives Tsw develop and implement a lesson to teach self-determination and self-advocacy skills to individuals with disabilities (Program Objective) Tsw identify current issues related to transition and special education (Module Objective) Tsw demonstrate the ability to review peer-reviewed journal articles. (Module Objective) Tsw compile and present research. (Module Objective)

Unit 14 Readings Current Issues group handouts posted on the discussion board

Unit 14 Assignments 1. Discussion Board Post Respond to Current Issues group handouts 2. Self-Determination Assignment including summary and reflection due

Unit 15 Objectives Tsw reflect on the semester (Module Objective) Tsw reflect on the Self-Determination Lesson Planning and Teaching Experience. (Module Objective)

Unit 15 Readings None Unit 15 Assignments 1. Discussion Board Post Reflection on Self-Determination Teaching Assignment 2. Discussion Board Post Course review

3. Course Reflection/Evaluation